This research study is aimed at investigating distributed leadership practices in the Russian school system, of which professional teacher associations (PTA) constitute a distinct feature. In particular, we set out to investigate the PTA leadership potential, as well as the role and specific personal characteristics of middle leaders in the Russian school education system. These associations are formed by the school administration on the basis of subject areas, bringing together teachers of maths, history, etc. Teachers join PTAs on a voluntarily basis. The key function of such organisations consists in the implementation of innovative educational approaches and techniques. In order to analyse their leadership potential, we carried out a sociological survey among the employees of high-profile secondary schools (gymnasiums and lyceums) situated in the major Russian city of Ekaterinburg. The research methodology comprised structured interviews with 110 respondents, along with in-depth interviews with 2 school directors, 4 school deputy directors and 6 heads of professional teacher associations. Our results show that the fundamentals and principles of distributed leadership are actively implemented in Ekaterinburg schools. The school administrations encourage the creation of professional teacher associations grouped around subject areas, delegating to these structural units the functions of improving the quality of teaching the respective subjects and disseminating educational innovations, at the same time as fulfilling the requirements of the state and regional education authorities. Such associations are headed by middle leaders, who are nominated by their colleagues and whose candidacy is approved by school seniors, taking into account their professional achievements, experience of leading pedagogical innovations and the presence of the right personal qualities necessary for productive collaborative work. These people perform the role of mediators, operating at the interface between various levels within the school. Although viewed as a school’s personnel reserve for the positions of principals and head teachers, our respondents consider themselves to be ‘more teachers’ or ‘innovators in education’ than administrators. The development of the leadership qualities of such professionals in the Russian school system is shown to be hindered by a ‘glass ceiling’ – a certain limit in their career growth. This discouraging factor results in some middle school leaders searching for professional self-realization opportunities outside the school system, in the spheres of business, science or culture that are believed to provide more opportunities for self-advancement.

中文翻译：

---

俄罗斯专业教师协会的领导潜力：中层领导者的形成

这项研究旨在调查俄罗斯学校系统中的分布式领导实践，其中专业教师协会（PTA）构成了鲜明的特征。特别是，我们着手研究PTA的领导潜力，以及中层领导者在俄罗斯学校教育体系中的作用和特定个人特征。这些协会是由学校行政部门根据学科领域建立的，将数学，历史等方面的教师召集在一起。教师自愿参加PTA。这些组织的关键职能在于实施创新的教育方法和技术。为了分析他们的领导潜力，我们对位于俄罗斯主要城市叶卡捷琳堡的知名中学（体育馆和中学）的员工进行了社会学调查。研究方法包括对110名受访者的结构化访谈，以及对2名学校主任，4名学校副主任和6名专业教师协会负责人的深入访谈。我们的研究结果表明，叶卡捷琳堡学校积极实施分布式领导的基本原则。学校行政部门鼓励围绕学科领域创建专业的教师协会，将这些机构的职能委派给这些结构性单位，以提高各自学科的教学质量和传播教育创新，同时满足州和地区教育主管部门的要求。这些协会由中层领导人领导，中层领导人由同事提名，其候选人资格由学长批准，要考虑到他们的专业成就，领导教学创新的经验以及开展生产性协作工作所需的正确个人素质。这些人扮演调解员的角色，在学校各个级别之间的接口上运行。尽管被视为学校负责校长和校长职位的人事储备，但我们的受访者认为自己比行政人员是“更多的教师”或“教育创新者”。事实证明，这种“专业人员上限”阻碍了俄罗斯学校系统中此类专业人员的领导才能的发展。这种令人沮丧的因素导致一些中学领导人在学校系统之外的商业，科学或文化领域中寻找专业的自我实现机会，这些机会被认为可以提供更多的自我发展机会。